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By the End of This Section…. You should be able to:  Explain why the State is measuring student growth and not achievement for purposes of educator evaluation  Describe how the State is measuring growth compared to similar students  Define a student growth percentile EngageNY.org7

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Why Growth? ─ Proficiency One way to compare student performance on tests across teachers’ classrooms is to observe student proficiency at the end of the year. Based on this information alone, whose students had a better year?

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Why Growth? By adding in prior performance (blue bars), we can see how much a student grew from last year to this year. With this additional information, now whose students had a better year? EngageNY.org9 ─ Proficiency

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How to Measure Growth? Test score scales are not comparable across grades. Difficult to measure growth directly. Example: Last month I had $100 in my checking account. This month I have 85 Euros. How much money have I gained or lost? Extra credit: I have about $11 or 8€ more this month than last. EngageNY.org10

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How to Measure Growth? Starting point matters. Just knowing how much growth happened may not be enough. Need a system that provides fair comparisons. Example: Her hair grew one inch last month. So did his. Whose hair growth seems more impressive? EngageNY.org11

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Student A’s Current Year Performance Compared To “Similar” Students If we compare student A’s current score to other students who had the same prior score (450), we can measure her growth relative to other students. We describe her growth as a “student growth percentile” (SGP). Student A’s SGP is the result of a statistical model and in this example is 45, meaning she performed as well or better in the current year than 45 percent of similar students. SGPs range from 1-99. EngageNY.org12 ELA Scale Score 20122013 450 Student A High SGP Low SGP

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Student E’s Current Year Performance Compared To “Similar” Students We can make similar comparisons for other students with different prior test scores. Notice that students with relatively low prior scores, like student A, can have high SGPs, as can students with high starting scores, like student E. Students with similar current year scores can have very different SGPs. Students with high SGPs may not reach proficiency. EngageNY.org13 ELA Scale Score 20122013 450 Student A Student E ─ Proficiency

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Student Growth Percentiles: True or False? 1.A student with an SGP of 50 performed as well or better than 50 percent of similar students. 2.A student with an SGP of 80 must be proficient. 3.A student with an SGP of 20 grew less than a student with an SGP of 60. 4.The highest SGP that a student can receive is 99. 5.A student with an SGP of 75 got about 75% of test questions correct. 6.Extra credit: A student with an SGP of 55 in math and an SGP of 50 in ELA learned more math than ELA content this year. 1.True 2. False 3. False 4. True 5. False 6. False EngageNY.org14

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Defining “Similar Students” We include data about four characteristics (circled in blue here) when we compare student growth. These factors allow us to more precisely separate the impact of things that a teacher does not control from the effects of the instruction. EngageNY.org15 Student performance Economic disadvantage (poverty) Instruction Disability (SWD) Academic history Language proficiency (ELL)

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Expanding the Definition of “Similar” Students: An Example Previously, we compared all students with the same prior scores to measure growth for Student A. Now we expand the definition of “similar” to include other characteristics, such as whether or not the student is economically disadvantaged. EngageNY.org16 ELA Scale Score 20122013 Not Economically Disadvantaged Economically Disadvantaged Student A High SGP Low SGP 450

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Expanding the Definition of “Similar” Students: An Example EngageNY.org17 Now the comparison group for Student A includes students with the same prior score AND who are economically disadvantaged. Student A now has an SGP of 48. Students with each of the characteristics used to define similar students can have a range of SGPs. Note that this example simplifies the actual statistical calculations that occur when many factors are used in these measures. ELA Scale Score 20122013 Student A High SGP Low SGP 450

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Factors Used to Define “Similar Students” in the Growth Model for 2012–13 and 2013–14 EngageNY.org18 Grades 4–8 ELA/Math Similar Student Characteristics Academic History: Up to three years of student state exam scores, same subject Prior-year test score, different subject Retained in grade New to school in year other than entry year Average prior achievement and range around average prior score in student’s class/course (same subject) Student With Disability (SWD) SWD (Yes/No) SWD spends less than 40 percent of time in general education setting Percentage of SWDs in student’s class/course English Language Learner (ELL) ELL (Yes/No) New York State English as a Second Language Achievement Test scores Percentage of ELLs in student’s class/course Economic Disadvantage (Poverty) Poverty (Yes/No) Percentage of students in poverty in student’s class/course

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Partner Activity One of your teaching colleagues is concerned about her growth score because she teaches more students with disabilities than other teachers in her grade level. With a partner, brainstorm what you would say to this teacher.  What information about how student growth percentiles are computed can you give her to address her concerns? EngageNY.org19

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By the End of This Section…. You should be able to:  Explain why the State is measuring student growth and not achievement for the purposes of educator evaluation  Describe how the State is measuring growth compared to similar students  Define a student growth percentile With a partner, try providing these descriptions. EngageNY.org20

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By the End of This Section…. You should be able to:  Explain why the State is measuring student growth and not achievement Be fair to teachers – ensure all teachers can demonstrate effectiveness regardless of composition of class or school; take into account not just achievement at one point in time.  Describe how the State is measuring growth compared to similar students Compare students based on academic history, English language learner (ELL) status, disability status (SWD), and economic disadvantage (poverty).  Define a student growth percentile Measure of a student’s academic growth compared to similar students. EngageNY.org21

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By the End of This Section…. You should be able to:  Define a mean growth percentile (MGP)  Explain which students count in an educator’s MGP and how  Describe how MGPs are used to compute HEDI ratings and growth scores using measures of statistical confidence

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Mean Growth Percentile Main educator measure is Mean Growth Percentile or MGP.  Average of SGPs associated with an educator Tells us on average how a teacher or principal’s students did compared to similar students.  Example: An MGP of 51 means that on average this teacher’s students perform better than 51 percent of similar students. Reports will display “unadjusted” and “adjusted” MGPs. Adjusted MGPs account for similar student characteristics and are used for evaluation. EngageNY.org24

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Which Students Count in a Teacher’s MGP for 2012–13? EngageNY.org26 Student has valid test scores for at least 2012–13 and 2011–12 Student scores do not count for the teacher in 2012–13 Student scores do not count for the teacher in 2012–13 Yes Student is enrolled for 60 percent of course duration with the teacher No Student growth is weighted based on the percentage of time enrolled and attendance Yes No Example: Student A is enrolled in a course for 80% of the course and attends for 90% of that time – attendance duration is calculated as 0.8 x 0.9 = 0.72. Student A’s SGP is then weighted by 0.72 in her teacher’s MGP.

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From Student Growth to Teacher Growth Scores EngageNY.org27 Ms. Smith’s Class SGPEnrollment Duration AttendanceEnrollment x Attendance Student A4580%90%.72 Student B40100%95%.95 Student C7050%80%N/A Student D60100%90%.90 Student E40100%75%.75 To measure teacher performance, we find the mean growth percentile (MGP) for her students, which is the weighted average of the SGPs. In this case: Step 1: (.72*45)+(.95*40)+(.90*60)+(.75*40)=154.4 Step 2:.72+.95+.90+.75 = 3.32 Step 3. 154.4 / 3.32 = 46.5 Ms. Smith’s mean growth percentile (MGP) is 46.5, meaning on average her students performed as well or better than about 47 percent of similar students.

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Minimum Number of Scores Required for Reporting Teacher MGPs In order for an educator to receive a growth score, he or she must have a minimum sample size of 16 student scores in ELA or mathematics across all grades he or she teaches. If an educator does not have 16 student scores, he/she will not receive a growth score from the State.  Educators likely to have fewer than 16 scores should have student learning objectives (SLOs). Examples included in appendix, along with information about rosters of student-level data that will be available for authorized educators in AIR’s Growth Reporting System. EngageNY.org28 16

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Partner Activity You are a principal in a school that serves grades 4-8. The teachers in your building are worried about their growth scores because you have a highly mobile student population. With a partner, brainstorm what you would say to your teachers.  What information about how mean growth percentiles are computed can you give the teachers to address their concerns? EngageNY.org29

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Which Students Count in a Principal’s MGP for 2012–13? EngageNY.org30 Student has valid test scores for at least 2012–13 and 2011–12 Student scores do not count for the teacher in 2012–13 Student scores do not count for the teacher in 2012–13 Yes Student was enrolled on BEDS and assessment day (continuous enrollment) No SGP is counted in principal MGP Yes No Continuous enrollment is consistent with institutional accountability. Attendance is not used in determining principal MGP.

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From Student Growth to Principal Growth Scores EngageNY.org31 Principal Jensen’s School SGPBEDS- Assessment Day Enrollment Student Q45Yes Student R40Yes Student S70Yes Student T60No Student U41Yes Same minimum sample size requirements (16 student scores) for principals as for teachers. To measure principal performance, we find the mean growth percentile (MGP) for all her students who were enrolled on BEDS and assessment day. To find a principal’s mean growth percentile, take the average of SGPs in the school: Step 1: 45+40+70+41=196 Step 2. 196/4=49. Principal Jensen’s mean growth percentile (MGP) is 49, meaning on average her students performed as well or better than 49 percent of similar students.

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EngageNY.org32 From Teacher and Principal MGPs to HEDI Ratings and Scores

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MGPs and Statistical Confidence: Teachers and Principals New York State Education Department (NYSED) will provide a 95 percent confidence range, meaning we can be 95 percent confident that an educator’s “true” MGP lies within that range. Upper and lower limits of MGPs will be used when classifying educators into HEDI categories. An educator’s confidence range depends on a number of factors, including the number of student scores included in his or her MGP and the variability of student performance in the class or school. EngageNY.org33 87 Confidence Range 90 Upper Limit 84 Lower Limit MGP

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By the End of This Section…. You should be able to:  Define a mean growth percentile (MGP)  Explain which students count in an educator’s MGP and how  Describe how MGPs are used to compute HEDI ratings and growth scores using measures of statistical confidence With a partner, try providing these descriptions. Extra credit: About what percent of teachers were rated “Effective” on the State-provided Growth Subcomponent in 2011-12?

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By the End of This Section…. You should be able to:  Define a mean growth percentile (MGP) Average or weighted average of SGPs  Explain which students count in an educator’s MGP and how Teachers: only those with 60% course enrollment (then students weighted in teacher MGP based on enrollment and attendance) Principals: those present on BEDS and assessment day  Describe how MGPs are used to compute HEDI ratings and growth scores using measures of statistical confidence With a partner, try providing these descriptions. Extra credit: About what percent of teachers were rated “Effective” on the State-provided Growth Subcomponent in 2011-12?  77%

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By the End of This Section…. You should be able to:  Describe the two types of measures to be used for principals of grades 9-12  Describe how a final HEDI rating is assigned based on multiple high school measures

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Goal of 9-12 Metrics Goal: Measure student growth toward graduation and college and career readiness using available Regents Exam data  Acknowledge passing Regents Exams that will lead to graduation  Account for high performance on Regents and go beyond minimum of 5 required Regents EngageNY.org40

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Two Types of Measures for 9-12 Principals MGP  Compares student performance on ELA and Integrated Algebra Regents Exams given 7 th and 8 th grade state test scores.  SGPs computed similarly to 4-8 measure, then averaged to find MGP. Comparative Growth in Regents Exams Passed  Compares how much progress a school’s students are making from one year to the next toward passing up to eight Regents Exams (five required plus up to three more). EngageNY.org41

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Comparative Growth in Regents Exams Passed EngageNY.org42 StudentNumber of Regents Passed This Year For This Student Number of Regents Passed This Year by Similar Students Difference Jessica110 Tyler220 Ashley12 Emily321 Jacob321 Total Difference (Sum of Differences)1 Average Difference (Total Difference/Number of Students) 1/5 =.2 Principal’s score on this metric is 0.2. On average, students at this school are passing 0.2 Regents Exams more than similar students statewide. A zero represents average or effective results. Simplified Illustrative Example NOTE: 0 means student or school achieved the average (or “effective”) result compared to similar students statewide.

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“Similar Student” Characteristics for Grades 9–12 Principal MGP Measures EngageNY.org43 Factors for 9-12 Principal Measures Academic History Seventh- and/or eighth-grade student state exam scores, same or different subject (student must have at least one same-subject score for MGP and at least one score for Comparative Growth in Regents) Total number of Regents Exams passed to date Average eighth-grade prior state exam scores for students in school (same subject only for MGP; both subjects for Comparative Growth) New to school in a year other than ninth grade Percent of students new to school in a year other than ninth grade Cohort year since ninth-grade entry (years 1–8) (instead of grade level) Student With Disability (SWD) SWD (Yes/No) SWD spends less than 40 percent of time in general education setting Percentage of students receiving special education services Economic Disadvantage (Poverty) Poverty (Yes/No) Percentage of students in poverty at school English Language Learner (ELL) ELL (Yes/No) NYSESLAT scores Percentage of ELLs in school

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Student Attribution for Grades 9–12 Principals For principals of Grades 9–12:  Include students who are enrolled on BEDS day and first day of Regents Exam administration to closely match the continuous enrollment rule for Grades 4–8 principals.  No consideration of student attendance.  Must have a minimum of 16 students in either of the two metrics. If one measure has fewer than 16 students, it is dropped for that principal. Additional details on high school metrics can be found in Appendix. EngageNY.org44

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By the End of This Section…. You should be able to:  Describe the two types of measures to be used for principals of grades 9-12  Describe how a final HEDI rating is assigned based on multiple high school measures With a partner, try providing these descriptions.

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By the End of This Section…. You should be able to:  Describe the two types of measures to be used for principals of grades 9-12 MGP: ELA Regents MGP, Algebra Regents MGP – similar to 4-8 measure but with Regents Exams Comparative Growth in Regents Exams Passed – focuses on progress toward passing Regents needed for graduation and beyond  Describe how a final HEDI rating is assigned based on multiple high school measures HEDI computed separately for MGP and Comparative Growth in Regents measure, then weighted by number of students to determine final HEDI rating.

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Beyond 2012-2013 and 2013-14: Value-added model for 2014-15 EngageNY.org50 The following factors, which do not meet the regulatory definition of a “growth” model, will be reserved for the “value-added” model, now approved for use in 2014-15. Student over/under age Class/course size Other factors that meet empirical and policy criteria may be considered for inclusion and will be shared with the Board of Regents before the start of the 2014-15 school year. Value-added growth scores will count for 25 points of an educator’s evaluation. Locally-selected measures will count for 15 points, down from 20.

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Glossary of Variable Definitions Average prior achievement in class/course (same subject)—the average prior same-subject achievement on the state assessment of all students attributed to a teacher in the current year. Prior-year different subject test score—a student’s prior-year scale score on the state assessment in the other subject. Students spend less than 40 percent or more of their time in general education—an indicator of how much time a student may spend receiving special education services. Per IDEA requirements, the student should spend as much time as possible in a general education setting; this categorical variable is reported to the U.S. Department of Education. Percentage of students in poverty, ELLs, and SWDs in class/course—the percentage of students in a teacher’s class/course that meet the definition for any one of these characteristics. Heterogeneity of class/course in terms of achievement —an indicator of the magnitude of difference in average prior achievement in a teacher’s class/course, calculated as the interquartile range in average prior achievement of the classroom (same subject). Class/course size—the number of students attributed to a teacher in a class/course. EngageNY.org53

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Glossary of Variable Definitions New to school in nonarticulation year (yes/no)—an indicator that a student enrolled in a new school in a grade level other than the first offered in the school (e.g., enrolled in a K–6 school in the fourth grade). NYSESLAT (for use as a predictor of language proficiency)—an indicator of English language proficiency in listening/speaking and reading/writing. Over or under age (different from modal age)—a continuous indicator of the extent to which the student is over or under age for his/her grade. It is calculated as the difference in the student’s age from the modal age for the grade. Retained in grade—an indicator that the student was retained in grade in one of the two years preceding the most recent school year. EngageNY.org54

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Minimum Number of Scores Required for Reporting 4-8 Teacher and Principal MGPs In order for an educator to receive a growth score, he or she must have a minimum sample size of 16 student scores in ELA or mathematics across all grades he or she teaches. Examples:  A teacher has a self-contained classroom with eight students who take the Grade 4 ELA and mathematics assessments; this teacher would then have 16 student scores contributing to his or her growth score.  A teacher has a class with 12 students who are in various grades (e.g., fourth, fifth, and sixth) who take the ELA and mathematics assessments for their respective enrolled grade level; this teacher would then have 24 student scores contributing to his or her growth score. If an educator does not have 16 student scores, he/she will not receive a growth score from the state.  Educators likely to have fewer than 16 scores should have student learning objectives (SLOs). EngageNY.org56

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AIR’s Growth Reporting System Rosters Will Display Student-Level Information at Teacher and School Levels For students who were included in a teacher’s growth score (indicated with a “Y” in the “Included in Teacher MGP column”): District, school, teacher, student name and ID Grade and subject (item description) Enrollment duration Attendance duration Student background characteristics and academic history  Disability, ELL, economic disadvantage, less than 40% time in general education setting, new to school in non-articulation year, NYSESLAT LS and RW scores  2013 state test score and prior year test scores  SGP For students who may have been in a teacher’s course but who were not included in a growth score (indicated with a “N” in the Included in Teacher MGP column”): Does not meet minimum enrollment requirements No valid current test score No valid prior test score 57

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Why This Metric? A principal’s score reflects student academic growth on Regents Exams compared with other similar students. Integrated Algebra and ELA Regents Exams are the most commonly taken exams.  On average, about 46 percent of students in a high school are included in an ELA or algebra growth measure. Passing each exam is required for graduation and achieving higher than passing scores signals college and career readiness. EngageNY.org61

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MGP for ELA and Integrated Algebra Regents Exams: Same Approach as Grades 4–8 MGP Measures EngageNY.org62 Comparing Student A’s Regents Algebra Exam score to other students who had the same eighth- grade mathematics score (640), she earned an SGP of 58, meaning she performed as well or better in the current year than 58 percent of similar students. SGPs are averaged to get a school’s MGP. Test Score 8th-grade test score Regents Exam score Simplified Illustrative Example Student A SGP = 58 High SGP Low SGP 640

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Additional Details About 9-12 MGP Metric Which test scores count?  Count Regents Exam scores from August of prior year (except for ninth graders), January, and June.  Choose the higher of test scores within these administrations.  Student scores count up until they pass (after students pass, we do not want the measure alone to encourage additional test taking, which may not be necessary). Which students are included?  Students who take either exam during the year and are attributed to the school using NYSED’s rule for minimum enrollment.  Students are included up to eight years after first entering ninth grade.  Students who take the Integrated Algebra or ELA Regents Exams prior to high school are NOT included in the MGP of a principal of Grades 9–12. What kind of scores would be reported?  An MGP will be reported for a principal for ELA, Algebra I, and an overall MGP (as long as minimum N sizes are met for each subject area). EngageNY.org63

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Why This Metric? A major graduation requirement for students is to pass five Regents Exams; advanced Regents diplomas require more than five. This measure compares how much progress the school’s students are making from one year to the next toward passing up to eight Regents Exams.  On average, about 84 percent of students in a high school are included in the Comparative Growth in Regents Exams Passed measure. A principal’s score reflects whether or not his or her students exceed the average change in number of Regents Exams passed each year achieved by similar students statewide. EngageNY.org65

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Comparative Growth in Regents Exams Passed EngageNY.org66 StudentNumber of Regents Passed This Year For This Student Number of Regents Passed This Year by Similar Students Difference Jessica110 Tyler220 Ashley12 Emily321 Jacob321 Total Difference (Sum of Differences)1 Average Difference (Total Difference/Number of Students) 1/5 =.2 Principal’s score on this metric is 0.2. On average, students at this school are passing 0.2 Regents Exams more than similar students statewide. A zero represents average or effective results. Simplified Illustrative Example NOTE: 0 means student or school achieved the average (or “effective”) result compared to similar students statewide.

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Find the Growth in Regents Score EngageNY.org67 StudentNumber of Regents Passed This Year For This Student Number of Regents Passed This Year by Similar Students Difference Sophia01 Edgar12 Tom220 Jenny211 Daniel321 Total Difference (Sum of Differences)0 Average Difference (Total Difference/Number of Students) 0 / 5 = 0 Principal’s score on this metric is 0.0. Students at this school on average are passing about the same number of Regents Exams as similar students. A 0 represents average or effective results.

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Additional Details about 9-12 Comparative Growth in Regents Passed Metric Which test scores count?  Count Regents Exam scores from August of prior year, January, and June.  Choose the higher of test scores within these administrations on same tests.  Student scores count up until they pass (after students pass, we do not want the measure alone to encourage additional test taking, which may not be necessary).  Five required Regents and no more than three others will count.  Passing score rules for SWDs are accounted for. Which students are included?  All students attributed to a school using NYSED’s rule for minimum enrollment, whether or not they take a Regents Exam during the year.  Students are included up to eight years after first entering ninth grade.  Students who exceed eight Regents Exams passed are NOT included in a Grades 9–12 principal’s results.  Dropouts are counted until they have reached their fourth year since entering ninth grade, starting with the 2012–13 school year. EngageNY.org68

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Determining HEDI Ratings and Scores for Grades 9–12 Principals The following steps will be taken to determine each principal’s HEDI rating and score: 1.HEDI rating and scores will be calculated for each measure separately using the same criteria used for Grades 4–8 principal growth measures (see next slide). 2.HEDI scores are weight-averaged based on the number of student results in each measure. 3.Resulting score determines combined HEDI rating. 4.For schools with only one measure, the growth subcomponent rating (HEDI) and score are derived from the Grades 9–12 measure that can be calculated for them (Comparative Growth in Regents Exams Passed or Combined MGP). EngageNY.org69